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研究生: 簡芊卉
Chien-Hui Chien
論文名稱: 教師在過程性概念與物質性概念上的教學表徵之比較研究
A Study on Teachers’ Instructional Representations of Process and Matter Concepts
指導教授: 林陳涌
Lin, Chen-Yung
學位類別: 碩士
Master
系所名稱: 生命科學系
Department of Life Science
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 156
中文關鍵詞: 本體論資深教師初任教師教學表徵
英文關鍵詞: ontology, experienced teacher, novice teacher, instructional
論文種類: 學術論文
相關次數: 點閱:247下載:3
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  • 本研究欲了解資深及初任的國中生物教師在「過程性概念」與「物質性概念」上所使用教學表徵之差異。本研究採教室觀察法,於97年9月至98年3月進入現場觀察並錄影錄音,收集教師教學資料,並透過焦點團體訪談,蒐集學生的觀點。研究結果如下:1.不同本體概念的教學:兩位教師在圖表說明、問答、討論、示範、類比、舉例上差異較明顯。2.資深教師在「過程性概念」常使用動態板書、生活經驗舉例、主題分組討論、多元類比與強調特性的方式幫助學生理解過程性概念。3.資深教師在「物質性概念」使用靜態板書、生活經驗舉例、類比的方式,並結合過程性概念統整說明。4.初任教師在兩種不同屬性概念之教學表徵差異較不明顯,傾向使用表格、綱要的靜態板書、引用課本圖片及課文舉例,有時採用物質性用語來說明過程性概念。5.於過程性概念上,學生認為透過動態板書、生活舉例、示範可加深印象。6.於物質性概念上,學生認為靜態版書標明物質構造部位,利用表格總整理,可使觀念清晰易懂。本研究建議教師在不同本體屬性的概念上應採用不同的教學表徵與語言;建立動態板書的模式;提供初任教師觀摩資深教師教學的機會,以加速成長;最後,從概念本體屬性的觀點進行教學改良。

    This study was attempted to understand how experienced and novice teachers differ in their uses of instructional representations between process concepts and matter concepts. Classroom observation was the principal method used in collecting teaching data. And in order to explore the students’ viewpoints, the focus group interview was used.The findings are as below:1. In different ontological of concepts:Teachers had difference in illustration, question-answer, demonstration, analogy and exemplifying. 2. Experienced teacher often used dynamic blackboard-notes, everyday experience, team discussion, analogy in different ways and emphasizing characteristics to enhance students comprehension for process concepts.3. Experienced teacher used static blackboard-notes, everyday experience, analogy and integrating process concepts in teaching matter concepts.4. Novice teacher had no apparent difference in instructional representations for two kinds of concepts. He mainly used tables, outlines as blackboard-note and quoted pictures and examples from the textbook. Sometimes he also used material terms to explain process concepts.5. Students like to learn process concepts with dynamic blackboard-notes, and feel like everyday experience and analogy can make deep impressions.6. Students also rely on teacher’s static blackboard-notes for labeling structure. Using tables can help clear the concepts.The study suggests that teachers should take different kinds of instructional representations, language in different ontological concepts; Construct dynamic-blackboard-notes process model; Provide chances for novice teachers to watch experienced teachers’ teaching; in the end, taking improvement of instruction from the view point of concept ontology.

    第一章 緒論………………….……………………………………….1   第一節 研究背景與重要性………………….…………………….1   第二節 研究目的與問題…………………………………………..3  第三節 名詞解釋…………………………………………………..4   第四節 研究限制……..……………………………………………7 第二章 文獻探討 ……………………………………………..……..8   第一節 生物學概念的分類 ……………….……………...………8 第二節 教學表徵…………………………………………………21   第三節 資深與初任教師教學表現之比較………………………34 第三章 研究方法……………………………………………………42 第一節 研究設計與架構……………………………………………42 第二節 研究情境……………………………………………………47 第三節 資料蒐集……………………………………………………50 第四節 資料分析……………………………………………………59第四章 研究結果與討論……...…………………………….………..67 第一節 資深與初任教師一般教學表現的比較……………………67 第二節 資深與初任教師在過程性概念上教學表徵的比較………79 第三節 資深與初任教師在物質性概念上教學表徵的比較……..110 第四節 學生對教師教學表徵的覺知 .…...………………………124 第五章 結論與建議…………………………………………………141 第一節 結論………………………………………………………..141 第二節 建議………………………………………………………..145 第三節 未來研究方向……………………………………………..147 參考文獻…………………………………………………….………...148 一、中文文獻……………………………………………………….….143二、英文文獻………………………………………………………….151 表目錄 表2-1-1:初任教師與資深教師教學表現之比較..................................41 表3-3-1:教師觀察內容紀錄表.............................................................53 表3-3-1:教師觀察內容紀錄表(續).......................................................54 表3-3-2:學生焦點團體之學生組成.....................................................58 表3-3-3:甲組觀看教學影片順序.........................................................58 表3-3-4:乙組觀看教學影片順序..........................................................58 表3-3-5:引用資料代碼..........................................................................59 表3-4-1:過程性概念與物質性概念主題表.........................................66 表4-2-1:資深教師與初任教師過程性概念的教學表徵統計表..........81 表4-2-2:二位個案教師在光合作用單元使用之教學表徵統計表.....94 表4-2-3:A (資深) 教師在光合作用單元之教學流程說明表..........96 表4-2-4:B (初任) 教師在光合作用單元之教學流程說明表..........97 表4-2-5:二位個案教師在過程性概念的教學表徵比較表...............109 表4-3-1:資深教師與初任教師物質性概念的教學表徵統計表........111 表4-3-2:二位個案教師在花的構造單元使用的教學表徵統計表...118 表4-3-3:A (資深) 教師在花的構造單元之教學流程說明表.........118 表4-3-4:B (初任) 教師在花的構造單元之教學流程說明表........120 表4-3-6:二位個案教師在物質性概念的教學表徵與解說特性比較表 ……………………………………………………………..123 表4-4-1:A (資深) 教師教學表徵與學生覺知之教學表徵比較表.125 表4-4-2:B (初任) 教師教學表徵與學生覺知之教學表徵比較表.126 圖目錄 圖2-1-1:本體樹的組織架構..…............................................................12 圖2-2-1:教學表徵的修改或創新歷程…..............................................25 圖2-2-2:教學表徵分類架構..................................................................29 圖2-2-3:生物課教室口語形式的分類架構..........................................33 圖3-1-1:研究架構圖..............................................................................43圖3-1-2:研究流程圖..............................................................................46圖3-4-1:教學行為觀察架構圖..............................................................61圖3-4-2:口語表徵觀察架構圖..............................................................63 圖4-1-1:動態板書之解說、文字與圖表的關係...................................72 圖4-1-2:A (資深) 教師分組討論座位示意圖………….…………....76 圖4-2-1:A (資深) 教師教學實況-年輪形成之黑板呈現.................84 圖4-2-2:A (資深) 教師年輪形成之黑板示意圖.................................84 圖4-2-3:B (初任) 教師教學實況-年輪形成之黑板呈現.................86 圖4-2-4:B (初任) 教師年輪形成之黑板示意圖.................................86 圖4-3-1:A (資深) 教師教學實況-花的構造之黑板呈現...............113 圖4-3-2:B (初任) 教師教學實況-神經系統之黑板呈現...............114

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